Objectives (5 - 7 minutes)

1. Familiarize students with the concept of sequences and patterns through practical and playful activities.
2. Develop students' ability to recognize and create numerical and non-numerical sequences and patterns.
3. Encourage students' observation and logical reasoning in identifying and explaining the sequences and patterns found.

The teacher must ensure that students understand what sequences and patterns are, and that they are able to recognize and create these sequences in different contexts. Additionally, it is important that students can use different strategies to identify and describe patterns.

Introduction (10 - 12 minutes)

1. Content review: The teacher starts by reminding students about the basic concepts of numbers and counting, which are fundamental for understanding the topic. He can ask simple questions like 'How many fingers do we have on one hand?' or 'How do we count numbers from 1 to 10?'. These questions help reactivate students' prior knowledge and prepare them for the new topic.

2. Problem situations: The teacher presents two problem situations involving sequences and patterns. The first one could be: 'If I have 3 apples and I gain 2 more apples each day, how many apples will I have after 5 days?'. The second situation could be: 'If I have 4 balloons and for each balloon I add 3 balls, how many balls will I have after 6 balloons?'. These problem situations help students think about the concept of sequences and patterns in a familiar context.

3. Contextualization: The teacher explains that sequences and patterns are present in many real-life situations, such as the sequence of days of the week, clothing patterns, calculator numbers, etc. He can show visual examples of these patterns, like a puzzle image or a rug with a repeated pattern.

4. Topic introduction: The teacher introduces the topic of sequences and patterns, explaining that they are a way to organize information in a logical and predictable order. He can use simple examples, like the sequence of even numbers (2, 4, 6, 8, ...) or the sequence of days of the week (Sunday, Monday, Tuesday, ...), to illustrate the concept. He can also show how it is possible to create patterns from simple shapes, like squares or triangles, and how these patterns can be used to create more complex things, like drawings or music.

Development (20 - 25 minutes)

In this stage, the teacher should propose practical activities for students to explore and apply the concept of sequences and patterns. Two activities are suggested, which can be chosen by the teacher.

Activity 1: 'Colored Patterns'

1. The teacher divides the class into groups of up to 5 students and gives each group a sheet of paper, colored pencils, and a card with colored geometric shapes (circles, squares, triangles, hearts, etc.).

2. Each group must organize the shapes in a sequence of their choice, alternating the pencil colors, and then repeat this sequence in a pattern on the paper.

3. After completing this task, they must analyze and describe the pattern they created, identifying the sequence of colors and shapes.

Activity 2: 'Number Sequences'

1. The teacher distributes cards with numbers from 1 to 10 to each group of students.

2. Each group must organize the cards in a way that forms numerical sequences, for example, from 1 to 10, by 2s (2, 4, 6, 8, 10), by 3s (3, 6, 9), etc.

3. After completing this task, they must analyze and describe the numerical sequences they created.

During these activities, the teacher should circulate around the room, assisting the groups as needed, encouraging teamwork, and promoting discussion and analysis of the patterns and sequences found. It is important to emphasize that the focus should be on the discovery and creation of patterns by the students, rather than the reproduction of already known patterns.

At the end of the activities, the teacher should gather the class and ask each group to share the pattern they created, explaining the sequence they used. This sharing step is important so that students can see the diversity of patterns that can be created from the same elements, and so they can learn from each other.

Feedback (10 - 15 minutes)

1. Group discussion: The teacher gathers all students in a large circle and promotes a discussion about the solutions and discoveries of each group. Each group will have the opportunity to share the pattern they created and the sequence they used. During this discussion, the teacher should encourage students to ask each other questions and explain the reasoning behind their solutions. This promotes communication, collaboration, and critical thinking.

2. Connection to theory: After the discussion, the teacher recaps the concepts of sequences and patterns, reinforcing the idea that they are a way to organize information in a logical and predictable order. He does this by connecting the students' findings with theoretical concepts, for example, pointing out how the patterns the students created correspond to numerical sequences or sequences of shapes. The teacher can use the whiteboard or a large paper to draw and demonstrate these connections, making them visible to the students.

3. Individual reflection: To conclude the lesson, the teacher proposes that students make an individual reflection on what they have learned. He can ask two simple questions, like: 'What did you find most interesting about the sequences and patterns you discovered today?' and 'How can you use what you learned today in your daily life?'. Students will have a minute to think about their answers, and then the teacher can ask some of them to share their reflections with the class. This reflection step helps students consolidate what they have learned and realize the relevance of the content to their lives.

Throughout the feedback, the teacher should maintain a welcoming and respectful environment, valuing the contributions of all students and promoting trust and self-esteem. He should also be attentive to any difficulties or doubts students may have and promptly offer support or clarification.

Conclusion (5 - 7 minutes)

1. Recapitulation: The teacher starts the conclusion by summarizing the main points covered during the lesson. He reinforces that sequences and patterns are ways to organize information in a logical and predictable way. He also mentions that students had the opportunity to create and analyze their own numerical and non-numerical sequences and patterns through practical and playful activities.

2. Connection between theory and practice: The teacher then explains how the theoretical concepts presented in the lesson connect with the practical activities carried out by the students. He highlights that the activities allowed students to apply the concepts of sequences and patterns in a meaningful and fun way. He also emphasizes how the patterns created by students during the activities correspond to numerical sequences or sequences of shapes, consolidating students' understanding of the subject.

3. Extra materials: To complement learning, the teacher suggests some extra materials for students to explore at home. This may include math activity books that address the theme of sequences and patterns, interactive online games involving pattern creation, and educational videos that explain the concept visually and in a fun way.

4. Importance of the subject: Finally, the teacher emphasizes the importance of sequences and patterns in everyday life. He explains that the ability to recognize and create sequences and patterns is essential for the development of logical thinking and problem-solving. He also mentions that sequences and patterns are found in many aspects of life, from organizing the days of the week to building traffic patterns, and that understanding these patterns can help us better understand the world around us.

Throughout the conclusion, the teacher should encourage students to ask questions and express their ideas and thoughts on the subject. He should also reinforce the importance of continuous learning and practice in consolidating knowledge.